Editorial Team

LEAD EDITOR | Tipsuda Chaomuangkhong

ORCID ID: 0000-0003-1009-711X

Tipsuda Chaomuangkhong is a doctoral candidate in Learning, Literacies and Technologies at Mary Lou Fulton Teachers College. Her research areas are teacher education, language ideologies, race, raciolinguistics, language learning, family language policies and motherhood. She is a Fulbright alumni from Thailand and honorable member of International Honorary Organization for Women Educators (Alpha Delta Kappa). She is also a member and reviewer for AERA. Her current research projects are Family Language Policies in Arizona and Teacher Preparation for Diverse Learners.

CO-LEAD EDITOR | Bregje (Bree) van Geffen

ORCID ID:  0000-0001-7014-8295

Bregje (Bree) van Geffen is a doctoral student in the Learning, Literacies, and Technology Ph.D. program at the Mary Lou Fulton Teachers College at Arizona State University. Her research interest is focused on the process of imagining different scenarios for future education. She likes to take on a bottom-up approach to change and mainly draws on Pragmatic Imagination, Futures Thinking, and Disruptive Thinking. Her ultimate goal is to inspire others to realize educational settings in which all people within the school building walls can be at their best selves.

MANAGING EDITOR | Courtney Stone

ORCID ID: 0000-0001-7773-6751

Courtney is an Educational Policy and Evaluation (EPE) Ph.D. student at the Mary Lou Fulton Teachers College at Arizona State University (ASU). Prior to joining the EPE program, Courtney worked at various educational institutions in various roles such as academic advisor, lecturer, and academic success coordinator. Courtney's research interests are primarily in broadening participation in STEM for underrepresented groups in STEM, theory-driven program evaluation, and QuantCrit research.

MANAGING EDITOR |Victoria Desimoni

ORCID ID: 0009-0006-7194-5898 

Victoria Desimoni, originally from Buenos Aires, Argentina, is pursuing a Ph.D. in Education Policy and Evaluation at Mary Lou Fulton Teachers College. Before ASU, Victoria earned her bachelor’s degree with honors in Education and Religious Studies from Pontificia Universidad Católica Argentina, and she holds master’s degrees in Liberal Studies from Duke University and Cultural and Educational Policy Studies from Loyola University Chicago. 

While pursuing her graduate studies, Victoria worked numerous years as a teacher and in roles within the non-profit and philanthropic sectors, reflecting her passion for helping marginalized communities and her commitment to education and social justice. Her research interests center around decolonization theory and pluriversal politics, mainly with a Latin American focus. She explores alternative education policies and programs that acknowledge and value the particularities of the region. Victoria aspires to bridge gaps and help build an informed global society that value different ways of being and learning.


ORCID ID: 0000-0001-5456-9225

Duke Ofosu-Anim is an academic and a researcher with research and teaching experience in leadership studies, economic, and education policy. In the past 16 years Duke has held several positions, in administration and faculty in higher education. Duke is a grant reviewer for National Research, Development and Innovation Office, Hungary, and also reviews for Climate Resilience and Sustainability (Wiley), Geography and Sustainability (Elsevier), and Climate Risk Management (Elsevier).

Duke is a doctoral student at Arizona State University’s Mary Lou Fulton Teachers’ College. He is also an assistant professor of leadership and coordinator of international students at Yemyung Graduate University, Seoul, South Korea. Duke has taught undergraduate and graduate courses in research methods, leadership and theory philosophy, and project management.

He has earned a PhD in Leadership and Economic Policy at Yemyung Graduate University in South Korea, an MA in Economic Policy at University of Ghana, and a BSc. Banking and Finance from Central University, Ghana. Currently, his research interests include leadership and multiculturalism in higher education, politics of education, and socioeconomics of international student education.


ORCID ID: 0009-0002-3529-3571

Omar Albaloul, from Kuwait, is currently a Ph.D. student in the Learning, Literacy, and Technology program at Arizona State University He holds two master’s degrees: one in Educational Leadership and Management from Manchester Metropolitan University, UK, and another in Physical Education from Arizona State University, USA. Omar has presented papers at four national and international conferences. He is keenly interested in researching instructional models in Physical Education, enhancing teacher content knowledge, and examining diverse leadership and teaching styles, especially their associations with motivation in learning.

CONSULTING EDITOR | Dr. Stephanie McBride-Schreiner

Orcid ID: 0000-0001-7883-4169

Stephanie McBride-Schreiner is the Scholarly Communications Publications Manager for the Mary Lou Fulton Teachers College at Arizona State University (ASU). A former children’s program coordinator and site manager for the City of Tempe’s Kid Zone, she now manages the College’s open access scholarly journals of education. Stephanie holds a Graduate Certificate in Scholarly Publishing and a PhD in history from Arizona State University, and has served on the editorial team of journals published by the University of Nebraska Press, Elsevier, and the Division on Autism and Developmental Disabilities. She is also a contract historian and editor who has authored books for local non-profits and edited books and articles published by commercial publishers such as Palgrave, Routledge, and Springer. Stephanie is a strong proponent of diamond open access scholarly communications and knowledge mobilization.

FACULTY ADVISOR | Dr. Danah Henriksen

ORCID ID: 0000-0001-5109-6960

Danah Henriksen is an Associate Professor in the Mary Lou Fulton College at Arizona State University. Her research focuses on creativity in education, with related strands of work around technology and design thinking. More recent aspects of her work also consider and examine wellbeing and mindfulness. She has published over 100 articles or chapters (both peer-reviewed and editorially reviewed) and is the author of five books. Dr. Henriksen has served as the creativity working group leader for EDUsummIT—a UNESCO-supported international consortium of educational leaders in policy, practice, and research. She is an associate editor of the journal Education Policy Analysis Archives and has guest-edited special issues for several journals, including the Journal of Technology and Teacher Education, TechTrends, the Journal of Formative Design for Learning, the Australasian Journal of Educational Technology, and Journal of Creative Behavior. Having served as past co-Chair of the Creativity SIG for the Society of Information Technology in Education, she is the current co-Chair of the Dissertation in Practice SIG for the Carnegie Project in the Education Doctorate. An award-winning teacher, Dr. Henriksen has taught or developed a range of courses in educational psychology, innovation, leadership, research methods, design thinking, systems thinking, and teacher education.

FACULTY ADVISOR | Dr. Frank Serafini

ORCID ID: 0000-0002-1391-0631

Dr. Frank Serafini is a Professor of Literacy Education and Children’s Literature at Arizona State University. Frank has published over 100 peer-reviewed articles in the fields of literacy education, multimodality, and children’s literature. His newest book entitled Beyond the Visual: An Introduction to Researching Multimodal Phenomena was published in 2022.

Frank has garnered numerous awards for his teaching and research including the Distinguished Professor of Children’s Literature from the International Literacy Association, the Dina Feitelstein Research Award from the International Literacy Association, and the Distinguished Educator Award from the International Visual Literacy Association. 

Frank’s current research projects include visual and multimodal research designs, the history of picturebooks, the instantiation of narrative in picturebook forms, semiotic processes of signification, and the complex relationship of words and images in children’s literature.